Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY393506 Inspection date 14/01/2010 Inspector Hilary Preece

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Type of setting Childminder to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder registered in 2009. She lives with her partner and two children, aged five and seven years, in Welwyn Garden City, close to shops, parks and schools. The childminder’s home is situated on a small estate and access is by a small path up to the front door. The whole of the ground floor and an upstairs bedroom for rest periods are used for the purpose of childminding. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register to care for a maximum of four children under eight years at any one time, no more than three of which may be in the early years age range. She is currently minding two children in this age group. She also offers care to children aged over five years to 11 years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder collects children from the local school and attends several toddler groups on a regular basis.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children's individual preferences are considered when planning activities, play and routines so that they make steady progress in most areas of their learning and development. Parents and children are welcomed and partnerships are sufficiently well established. Effective arrangements exist to keep children safe and healthy. Some steps are taken by the childminder to evaluate the provision for children's welfare, learning and development but these are not yet rigorous. However, there is a strong commitment to developing the provision and some plans have been made to bring about specific improvements. This indicates the setting has the capacity to maintain continuous improvement.

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further?

To further improve the early years provision the registered person should:

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further?

 ensure that observations of children are dated and evaluated to identify and plan for the next steps in children's learning, and encourage parents to contribute to the records  enable children to solve real life problems and discover things about numbers, counting and calculating through practical situations and play  develop more rigorous self-evaluation to monitor how effectively the Early Years Foundation Stage is delivered. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Arrangements for safeguarding children are sound. The childminder clearly understands her safeguarding policy based on the Local Safeguarding Children Board guidelines and would not hesitate in implementing procedures in the event of a child being at risk of harm. She has completed the required checks and training to prove that she is suitable and has sufficient skills and expertise to work with children. She takes appropriate action to provide a safe environment and carries out satisfactory risk assessments to identify and minimise any risks to children. Policies, procedures and records are managed efficiently and safely. Space and equipment are used well to provide children with choice, variety and stimulation. Particularly frequent use is made of local community resources such as groups for children and play facilities to provide children with broader experiences.

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the early years provision

Partnerships with parents and carers are developing well. Basic systems for gathering information about children and their families are used sufficiently to support children's individual needs. The childminder has identified how this could be developed further to really take account of children's home backgrounds and family, used more meaningfully to bridge the gap between home and setting, and help children feel more secure. Information about policies and procedures is made available to parents as required. Parents report that they are very satisfied with the service provided and with the methods for communication. Conversation and daily diaries are used effectively to inform parents about children's care routines each day. However, parents are less involved in what their children are learning and developing as they do not have the same level of access to, or opportunity to contribute to, their children's learning and development records.

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the early years provision

The childminder is beginning to reflect on her practice and has a fairly accurate picture of her personal strengths and areas for development. Consequently, she has identified some relevant training courses that will develop her skills and knowledge further. She recognises when some practices are not effective and seeks the views of parents in order to find solutions and meet individual children's needs. Self-evaluation overall though is not yet rigorous in monitoring how effectively she delivers all areas of the Early Years Foundation Stage (EYFS) consistently to all children.

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and outcomes for children

Overall, children make sound progress in their learning and development and they receive a generally balanced programme of play and learning. The childminder is beginning to make simple observations of children, illustrated by photographs and drawings, and is monitoring their progress against the early learning goals. However, she is not fully evaluating and identifying how she can plan for the next steps in children's learning and development, and there is no system to ensure all areas and aspects of learning receive equal emphasis. Where children attend other settings that deliver the EYFS, the childminder finds out what they are learning and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 introduces activities to support this. For example, a child learning about growing at nursery has the chance to plant seeds with the childminder.

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and outcomes for children

Children are happy and content most of the time and reassured calmly if they are upset or tired. They thus develop a sense of security and beginning to make secure and trusting relationships. They are beginning to play together, share the toys and become aware of the needs of others with support from the childminder. Plenty of encouragement and praise such as 'good sharing!' helps reinforce their positive behaviour so they are more likely to repeat it. Children generally show positive attitudes to learning and exploring. They are quite independent at times, persevering with tasks such as peeling fruit and pulling off a yogurt pot lid carefully. They are developing confidence to explore their surroundings and make choices about what to play with from the wide range of toys available. These are organised well and are readily accessible to the children. The childminder supports their play and learning by getting down on the floor with them to build towers,

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and outcomes for children

read books or sing. She counts whilst looking at pictures in books and encourages their awareness of colour and shape but does not extend their thinking to calculate and solve problems. They are beginning to make connections and show they understand the wider world through imaginative play. They particularly enjoy using an interactive shopping trolley and pushing dolls around in the buggy, for example. Children are gaining confidence to express themselves through developing language and gesture, as well as exploring the sound and rhythm of music.

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and outcomes for children

Children are beginning to develop a sense of how to keep safe. Strategies such as using reins when children no longer want to be confined to the buggy help them develop their independence in safe ways. Consistently used hygiene procedures also help them become aware of how to safely manage their personal care. For example, they willingly cooperate to have their nappies changed and use and dispose of tissues safely. Children are developing good health awareness. They are provided with nutritious and well-balanced meals and snacks in agreement with their parents' wishes. A wide variety of fresh fruit, salad and vegetables encourages children to develop broad tastes and benefit from a variety of vitamins and minerals. They enjoy daily exercise and fresh air in the garden or local environment, where they master balance, coordination and confidence in movement. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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